v\ 



i1 9° 



A 



NORMAL SCHOOL COURSE 



COMPRISING AN OUTLINE OP 



TOPICAL RECITATIONS 



IN 



ORTHOGRAPHY, GEOGRAPHY, U. S. HISTORY 
ENGLISH GRAMMAR AND PHYSIOLOGY ; 



TOGETHER WITH THE COURSE INDICATED IN 



readi:ng, penmanship, and arithmetic, 



Including" all the Branches of Study usually Taught in Common 

Schools. 



BY 



Prof. J. A. WOODS, Principal Clarinda High School. 

Miss M. L BENNETT, TrGrarri. Dep. Clarinda High School 

E. MILLER, Ex-Supt. Pub. Schools Page Co., Iowa. 



CLARINDA, IOWA: 

PAGE COUNTY DEMOCRAT PRINT. 
1875. 



NORMAL SCHOOL COURSE 

COMPHISINfl AN OUTLINE OP 

TOPICAL RECITATIONS 

IN 

ORTHOGRAPHY, GEOGRAPEY,U. S. HISTORY 
ENGLISH GRAMMAR AND PHYSIOLOGY ; 

TOGETHEB WITH THE COURSE INDICATED IN 

READING, PENMANSHIP, AND ARITHMETIC, 



Including- all the Branches of Study usually Taught in Common 

Schools. 



BY 



Prof. J. A. WOODS. Principal Clarinda High School. 

Miss M. L. BENNETT, TV Gram. Dep. Clarinda High School, 



E. MILLER, Ex-Supt. Pub, Schools Page Co.,Jj 

CLARINDA, IOWA: -v^^- < ; . . 3* ^^ 

PAGE COUNTY DEMOCRAT PRINT. 

1875. 



^XA"^ ^^ "^stt:,-^^ 






Entered according to Act of Congress, in the year 1875, 

By Prof. J. A. WOODS, Miss M. L. BENNETT, and E. MILLER, 

In the Office of the Librarian of Congress, at Washington, D. C.' 



ORTHOGRAPHY. 



LESSON I. 

Orthography is the art of writing and spelling 
words with the proper letter, according to common 
usage, and as such treats of letters, sounds, sylla- 
bles and words. 

Letters are characters used to represent sounds, 
and are divided, according to form, into capital and 
small letters, Roman and Italics. 

Sounds, as well as their representations, are di- 
vided into two general classes, viz : vow^els and con- 
sonants. 

A vowel is an utterance of the human voice, made 
through a more open position of the organs of 
SDeech than that with which a consonant is ut- 

There are, in the English language, about eighteen 
vowel sounds, and are represented by six char- 
acters, as a, €, i, 0, u, and y, when not used at the- 
beginning of words. {Note.— Tf, never represents a 
vowel sound, and y only when it represents i.) 

Sounds alone are also divided into two general 
divisions, to-wit : Elementary and Compound 
sounds. 

The science of sounds is termed PhonograpJiy. 

An elementary sound is a simple sound— one 
that cannot be represented by two or more char- 
acters taken separately ; but two or more charac- 
ters may represent one sound, as, eauin beau, pro- 
nounced bo.; cli in much, sli in sash. ^ 

A compound sound is a union of two or more 
simple or elementary sounds, and is always repre- 



NORMAL SCHOOL COUESE. 



sented by two or more characters. {Note. — A 
sound that cannot be perfectly represented by two 
or more characters must be classed with the ele- 
mentary sounds ; as i cannot be perfectly repre- 
sented by ie ; such are diphthongal). 

U long, though regarded by Webster as a com- 
pound element, must, for the sake of general rules, 
be classed with the elements. Other sounds might 
be given, especially those represented by some of 
the consonants which, the sounds, though not sim- 
ple, are classed as such. 

Vowel sounds are represented as follows : 

1 — Jl, J5J, /, 0, U. The first elementary sound is 
represented by a, as in late, fate, ape, and marked 
(according to Webster in all cases) with a horizontal 
mark over it. Tiie same sound is represented by 
£ in prey, ei in eight, and the whole word by 8. 

2 — A. The second element is represented by a, 
as in add, at, had. 

3 — A The third element is represented by a, 
called Italian a, as in arm, far, father 

4 — A. The fourth element is represented by a, 
called a broad, as in f^ll, all, wall. {Note. — This 
sound of a usually occurs before w and II. The 
same sound is represented by o in order, form, 
ought). 

5 —X The fifth element is represented by cC 
medial as in air, fare. This sound is also repre- 
sented hj e in thel'e, where, heir. 

6 — A, The sixth element is represented by a as in 
ask, grass, dance. This is the short sound of broad a. 

7. — A^ b. The seventh element is represented by 
a, as in what, wander, wallow. The same sound is 
represented by o short. 

Produce the different sounds. I said (i", not a, 
nor a, nor a, nor a, nor a^ nor a, or the first sound 
in the worSs ape, at, arm, all, air, ask. {Note. — 
The seventh sound of 6^ does not occur at the begin- 
ing of any English word). There is another sound 
of a, as in any^ many., but is only a representa- 
tive of e short. Write words in which each sound 
of a occurs, and mark the vowels properly. 



NORMAL SCHOOL COURSE. 



LESSON II. 

8. — E^EE^ I. The eighth element is represented 
by 6%as in mete, eve, leisure, quay, (kee,) sesopha- 
gus, (e-sophagus.) The same sound is represented 
by ee in feet, and by i in marine. 

9—^, A, U. The ninth element is represented be e 
as in end, met, also by a in said, says, and by u in 
bury. 

10 — E^ /, TJ. The tenth element is represented 
by e in verse, prefer ; and by i in mirth, and by u 
in urge. 

Produce the sounds. I said 6, not e, or the first 
sound in the words eve, et^ earth. 

11 — /, Y. The eleventh element is represented 
by i in ice, vice, and by y in thy, rye. 

12 — 7, Y. The twelfth element is represented by 
i in ill, sin and by y short. This sound is also repre- 
sented by e in pretty and in England ; by e in yes. 

Produce the sounds. I said i not ^, or the first 
sound in the word ice, in. 

13— 0, A fT, EA TJ. The thirteenth element is rep- 
resented by o as in old, owe, yeoman ; and the same 
is represented by au in hautboy ; eau in heau ; and 
ew in sew, pronounced so. 

14. — 0, A. The fourteenth element is represented 
by as in not, odd, and by a in what. 

15 — 0, TJ. The fifteenth element is represented 
by in other, does, blood, touch, and by u as in sun. 

16 — 0, 00, The sixteenth element is represented 
by o in move, prove, do. The same sound is repre- 
sented by 00 as in noon, food ; also by eu as in 
rheum, ew in dew, and by u in rude. {Note. — It is im- 
proper to pronounce food with oo short.) 

A. — This sound of o, as in order, form, is the 
same as a in all, fall. 

17 — 0, 00. The seventeenth element is repre- 
sented by 0, as bosom, wolf ; also by oo^ as in wool, 
good, and by u in fuil, push. 

Produce the sounds. I said o, not o, nor oo, or 
the first sound in the word ode, odd, other, ooze. 

18— TJ^ETJ^E W. The eighteenth element is repre- 



6 IS'OEMAL SCHOOL COURSE. 

sented by u^ as in mute, unite, beauty ; also eu in 
feudal, ew in few. This sound of ?/. is a compound 
sound, but cannot be perfectly represented by two 
letters separately ; it is from oo with a slight s'ound 
of 2/ or e before it. It is, therefore, improper to pro- 
nounce duty, (dooty) ; tune, (toon) ; nuisance, (noo- 
sance ; but when u precedes sli or zJi^ the y sound is 
omitted ; as in sure, (shoor) ; sugar, (shoogar) ; az- 
ure, (azhure). 

U. — The sound of u short is represented by o in 
does. 

U^ 00. This sound of u is represented by oo in 
rude, rumor. {Note.- — This sound of 'z^ occurs when 
u is preceded by r.) 

C/, 00. — This sound of u is represented by oo in 
put, push. 

Produce the sounds. I said u^ not u^ nor w, nor 
u^ or the first sounds in the words use, us, or the 
vow^el sound in the words rude, push. 

Y. — This sound is represented by ^ long. 

Y. — This sound is represented by i short. 

Produce the sounds. I said wind, not wind. 
{Note. — When we survey the territory between 
vowels and consonant sounds, except at the two 
extremes, we shall probably find a very narrow 
strip.) 

Write words in which each sound occurs, and 
mark the vowels properly. 



LESSON III — Consonant Sounds. 

A consonant sound is one that is produced by a 
more close position of the organs of speech. 

There are in the English language about twenty- 
five consonant sounds, and are represented by the 
following characters and combinations ; &, ^Z, /', g^ A, 
J, A^ Z, 77Z, 7z, ng^ p^ r, s, t, v, w^ y, ^, th, th^ c7i, sli, zli, 

19 — B. The nineteenth element is represented by 
5, as in bob, rob, table. When preceded by m. and 
followed by t in the same syllable, h is generally 
silent, as in bomb, climb, tomb, doubt, debt, subtle. 

Q — C. has no sound properly its own ; but before 



NORMAL SCHOOL COURSE. 



e, i. and y it has the soft sound, or that of s ; as in 
cede, cypress ; and is marked c. when it comes be- 
fore* a^, 0, u, Z, or r, as in call, cat, clot, crown ; be- 
fore r, s or Z final ; and when it ends a word or syl- 
lable it has the sound of Tc, as in traffic, picture, flac- 
cid ; chas the sound of ^, in sice, suffice, discern, and 
in the last syllable of the word sacrifice. It is silent 
in the word czar, victuals, indict ; also in termina- 
tions s-G-l-c, as uncle, corpuscle, etc. 

20— CM. The twentieth element is represented 
by c7i. as in child, church, chat, etc. When marked 
ch, has the sound of sh, as in chaise, machine. 

21— D,T. The twenty -first element is represented 
by d, as in did, sad, add. It sometimes represents 
the sound of Z, when preceded by e silent ; as in 
worked, pronounced workt. (D is silent only in 
Wednesday, hsixidker chief. — Webster. D is silent 
before ge in the same syllable, as in badge, bridge, 
budge. — Wright). 

22— F, PH, F, TJGB. The twenty-second element 
is represented by/, as in fame, leaf ; /has only 
one sound except in the word of, in which it repre- 
sents T). Whereof, thereof and hereof are pro- 
nounced as the simple word whereov, thereov, here- 
ov ; pJi represents the same sound as in Philip; 
ugU represents the same as in tough. 

2'6—G. The twenty-third element is represented 
by g^ as in go, get, gave, give begune, beg, etc. O 
has the hard sound before a (except the single word 
gaol, now spelt jail) o, ii, h, I and r, as in gate, gore. 
G has the compound sound ofj, as in gem ; it gen- 
erally takes this sound when it comes before e, i or 
y\ exceptions, get, give, gibbous, muggy. In a few 
words from the French it takes the sound of zli, as 
ir rouge, (roozh) mirage (mirazh). (7 is silent before 
m and n final, as in phlegm, sign ; and when ini- 
tial, as gnat, gnaw, gnash, gnarl, etc. 

24.— H. The twenty -fourth element is represent- 
ed by li; it is silent in heir, herb, hostler ; 7i is also 
silent after g and r, as in ghost, gherkin, rhyme, 
myrrh, rheumatism ; also when preceded by a vow- 
el in the same syllable, as eh, oh, buhl, etc. 



8 I^ORMAL SCHOOL COURSE. 

25 — J. The twenty -fifth element is represented 
by J/* (unmarked) ; has nearly the same sound of d- 
z-li^ as in jar, jeer, joke; as d in moderate, sol 
dier, etc. 

26 — K. The twenty -sixth element is represented 
by li; it has but one sound, as in keep, king, etc., 
and has precisely the sound of c hard; A: is silent 
before n in the same syllable, as in knock, knell, 
knit, know, etc., and after c in bock, barrack, etc. 

27 — L. The twenty-seventh element is represent- 
ed by I ; it is silent in many cases, especially be- 
fore a final consonant, as almond, malmsey, palm- 
er, alms, calm, walk, half, could, would, should, etc. 

28 — M. The twenty-eighth element is represent- 
ed by m, as make, aim, etc. It is silent when it 
precedes 7i in the same syllable, as mnemonics. 

29 — N. the twenty-ninth element is represented 
by n (unmarked), as in nail, ten, entry, etc. N is 
silent after I or m, as in kilTi, condem??., solem?z, 
hym7^ ; but it is generally sounded in derivatives of 
such words as condemnatory, solemnize, h3^mnic. 

30 — N. The thirtieth element is represented by n^ 
as in anger, finger, hunger. The same sound is 
represented by ng. As a general rule the change 
otn into n only before g or before the equivalents 
of A;, qu and Jcs^ when they equal x. Penguin, and 
a few other vrords are exceptions. 

NG. — The same sound as that represented by n 
is represented by ng^ only the sound is not so much 
varied in length, {Note- This is not a compound 
sound, but is a combination of n and g). 

Produce the sounds of the elements and write 
words in which thev occur. 



LESSON IV. 

31 — P. The thirty-first is represented by p, as 
in pay, ape, paper, etc. It has but one sound ; it is 
silent when initial before n, o and tr^ as in pneu- 
matics, palm, pshaw, ptarmigan ; it is also mute in 
raspberrj^, receipt, sempstress, and corps ; in cup- 
board and clapboard it sounds as h. 



NORMAL SCHOOL COURSE. 9 

Q.— Q has no sound of its own ; it is always fol- 
lowed by u. In a few words from the French, qu 
is sounded like Jc. 

32 — i^. The thirty-second element is represented 
by r, as in rip, trip ; in combinations it appears to 
have different sounds, or the same sound varied by 
such combinations, called rough, smooth, trilled, 
etc. Ji is never silent. 

33 — S. The thirty-third element is represented by 
5, as in same, yes, massy, etc. It also has a buz- 
zing sound when marked 5, and represents the 
sound of 0, as in ha5, amuse, rosy; s, in a few 
words, takes the sound of s7i^ as in nausea, Asia 
(a-she-a) ; s sometimes unites with i and repre- 
sents bJi, as in vision, adhesion, revision ; and with 
u, as in visual, usury ; s is silent in the words aisle, 
isle, demesne, pusne, viscount, chamois, corps, etc. 

34 — SII. The thirty -fourth element is represented 
b}^ sh, as in shelf, flesh ; in terminations like date, 
tiate, ci and ti represent this element. 

35- -T. The thirty fifth element is represented by 
t^ as in tone, assist. T is silent in the terminations 
of the words fasten, listen, often, castle, gristle, and 
thistle ; also in the words, chestnut, Christmas, hos- 
tler, and mortgage. 

36 — TB. The thirty-sixth element is represented 
by th, as in thing, and athlete ; this is the sound in 
lisping. 

37 — 7W. The thirtj^-seventh element is represent- 
ed by tJi^ as in thine, then, with, etc. ; th is silent 
in asthma, isthmus. 

38 — V. The thirty-eighth element is represented 
by ?), as in vane, leave, civile etc. ; v is never silent, 
except in a few words not in common use, as in 
twelvemonth, (twel-munth). 

39 — W. The thirty-ninth element is represented 
by consonant w^ as in wet, worse, etc. ; w is al- 
ways silent before r in the same syllable, as in 
wring, wrote, write, awry ; also in answer, sword, 
toward, and two. 

X. This letter (x) has no distinct sound of its own ; 
it represents the sound of 7cs in ox, and a flat sound 



10 NORMAL SCHOOL COURSE. 

like gz in examine ; and at the beginning of a word 
has the sound of ^, as in Xenophon, (Zenophon). 

40 — Y. The fortieth element is represented by y 
consonant, as in yes, yet, yesterday, youth, etc. 

41 — Z. The forty-first element is represented by 
^, as in zone, maze, etc. ; in a few words it repre- 
sents zli^ as in seizure. 

42 — ZH. The forty- second element is represented 
by zJi^ though the same is always represented by 
other letters, as in vision, and some others, as seiz- 
ure, azure, glazier, etc. 

Produce the sounds, and write words in which 
the sounds occur. 

DIPHTHONG, DIGRAPH, TRIGRAPH. 

A diphthong is the union of two vowel sounds in 
the same syllable, as oi in oil. 

A digraph is the union of two vowels, w^hen only 
one is sounded, as ea in bread. 

A trigraph is the union of three vowels in the 
same syllable, when only one is sounded. 



LESSON y. 

A syllable is an elementary sound, or a combina- 
tion of elementary sounds uttered together, and 
constituting a word or a part of a word. 

In syllabication the ear is our chief guide, if the 
syllable is distinctly set forth in the pronunciation. 

Audibility depends chiefly on articulation, and 
articulation depends much on the distinctness with 
which the final consonants of syllables and words 
are delivered. 

The diaeresis is the only ocular guide in common 
print. 

Divide the following words into syllables : Aeri- 
al, aerie, market, business, plenteously, dilly-dally. 

WORDS. 

Words may be divided into the following classes : 

1st. Spoken and written. 

2d. Primitive and derivative. 

3d. Simple and compound. 



NORMAL SCHOOL COURSE. 11 

A spoken word is an articulate or a vocal sound, 
or a combination of articulate or vocal sounds. 

A written word is the character or characters 
which represent such vocal sounds. 

A primitive word is a word not derived from any 
other in the language, as 'boo'k. 

A derivative word is a word derived from another 
in the language, as hooMsh. 

A simple word is a word which is not composed 
of two or more distinct words, as hooli ; and niay be 
a primitive word, or a derivative word, as 'booJcish. 

A compound word is composed of two distinct 
words, as book-case. {Note. — Compound words do 
not always have the hyphen between their parts. 
Sometimes compound words have more than two 
simple parts, as man-of-war). 

SPELLING. 

Spelling is the act of naming the letters of a word 
or the act of writing or printing words with their 
proper letters. 

The art of English spelling is perhaps the most 
complicated ; yet bad spelling is the first character 
istic of illiteracy. 

The art of spelling is acquired by a direct tax on 
the memory ; though the following rules may great- 
ly aid the learner in acquiring the art. 

KULES FOR SPELLING. 

Rule 1. Monosyllables ending in /, Z, or 5, pre- 
ceded by a single vowel, double the final consonant ; 
as, staff, spell, mill, — except if, of, as, gas, was, etc. 

Rule 2. Words ending in any other consonants 
than/, Z, or 5, do not double the final letter — except 
add, odd, ebb, egg, inn err, bunn, purr, butt, buzz. 

Rule 3. Monosyllables, and words accented on 
the last syllable, when they end with a single con- 
sonant, preceded by a single vowel, double their 
final consonants before a suffix that begins with a 
vowel ; as fog, foggy ; begin, beginner — x is an ex- 
ception. 

Rule 4. A. final consonant, when it is not preced- 
ed by a single vowel, or when the accent is not on 



12 



NORMAL SCHOOL COURSE. 



the last syllable, should remain single before a suf- 
fix ; as toil, toiling ; visit, visited, visiting. 

Rule 5. Silent e, when final, must be dropped be- 
fore the addition of suffixes beginning with a vowel ; 
as debate, debatable — except w^ords ending in ce^ 
and ge^ as peace, peaceable ; outrage, outrageous. 

Rule 6. When a word ending in silent e has a 
suffix added to it beginning with a consonant, the y 
is retained — except abridge, acknowledge, argue, 
awe, due, judge, lodge, true, whole. 

Rule 7. When a termination is added to a word 
ending in ?/, preceded by a consonant, the y is 
changed to i; as try, trial — except when the termi- 
nation ing is added. 

Rule 8. Compound words generally retain the or- 
thography of the simple words of which they are 
composed. 

Rule 9 — Words Ending in ize^ ise. If the word 
has a kindred meaning with the ending, or with a 
diff'erent ending add ize ; or if not, add ise; as au- 
thor, authorize — except criticise, exercise, assize. 

Repeat Rule 1st, and give the exceptions 2. 3, 4, 

5, 6, 7, 8. 

SPELLING.- TEST-WORDS. 



Reminiscence 

caterpillar 

labyrinth 

resuscitate 

scurrilous 

vengeance 

eligible 

schismatic 

amanuensis 

cantaleup 

reconnaissance 



lacquer 

leisurely 

ingenious 

litigious 

plagiarism 

roguish 

trafficking 

hoping 

conchology 

cantaloupe 

reconnoissance 



vizier 

slough 

feudal 

daguerreotype 

sieve 

rendezvous 

weightily 

apostasy 

gherkin 

bourgeois 

kaleidoscope 



READING. 



LESSON I. 

Reading, in the sense in whioli we employ the 
term at present, is the act of expressing the words 
of a written or printed composition ; and may be 
divided into two general classes, viz : bad and good. 

Bad reading consists in assuming a strange kind 
of unnatural voice, with a monotone of a sharp 
ringing nasal twang; if inflections are used at all, 
they are monotonous — all rising or all falling at in- 
tervals, without regard to punctuation ; miscalling 
or mispronouncing words ; blending the last sound 
of the preceding word with the first sound of the 
next — illustrated by the answer of the boy, when 
asked by the teacher why he did not attend school 
the previous day : ''staidathomeadiggintaters." 

We could not, in writing, give all the character- 
istics of good reading, even if we were one of the 
number who could tell all he knows, but shall at- 
tempt to give only a few brief rules. 

In order to vocalize fully, firmly, and purely^ the 
reader should hold his head erect, (standing is the 
best posture) take deep and full breath, and never 
begin one word till the preceding is completely ar- 
ticulated. Students should practice vocalizing with 
the teeth far apart to admit a three-inch measuring 
rule an inch wide, set edgewise, between the teeth. 
Until this rule — I mean regulation, or measuring 
i^ule, if nothing else will do, — is adopted, the stu- 
dent may expect to hear that often repeated com- 



14 NOEMAL SCHOOL COUESE. 

mand of the teacher, " Hold up your head ! Open 
your mouth ! Speak out ! " 

A faithful attention to the meaning, sentiment, 
and feeling indicated by the author of the composi- 
tion we are reading is the one great rule that will 
best guide us in the right disposition of pitch, 
quantity, emphasis, modulation, and inflections. 

Sometimes the meaning, sentiment, and feeling of 
the writer is set forth in pictures, especially in first, 
second, and third readers. Let us suppose we 
have one now before us : A horse, a man, and 
three boys ; one boy is making an efi*ort to mount 
the horse. Just below the picture we have three 
lines : '* Help me up ; help me up ; now help me 
up." The first boy says, '' Help me up ; " another 
boy says, "Help me up;" the other boy says, 
" Now help ME up." 

Little ones can be taught to read correctly, as 
well as older ones ; and, if properly taught in these 
grades, the teacher will not be compelled to spend 
months, and even years, in correcting bad habits. 

HOW TO TEACH EEADING IN THE FIEST AND SECOND 

GEADES. 

The exercises for teaching reading in these 
grades may be divided into three steps, as follows : 

First Step. — Training the pupils to know the 
words at sight ; also, what the words mean. 

Second Step. — Attention to the thoughts ex- 
pressed. 

Third Step. — Reading in ea&y, conversational 
tones. 

1. The pupils may be trained to know the words 
at sight by writing them in columns on the black- 
board — by pronouncing them from their books, 
commencing with the last word of the paragraph 
and proceeding in an order the reverse of that pur- 
sued in reading. 

2. As soon as the words are known readily at 
sight, chief attention should be given to the 
thoughts expressed. The pupils may be led to at- 
tend to the thoughts expressed by requiring them 



NORMAL SCHOOL COURSE. 15 

to find out what the sentences tell without reading 
them aloud. The teacher may aid them in this 
matter by proceeding in a manner similar to the 
following : Request the class to look at the first 
sentence, and each member to raise a hand when 
able to tell what the sentence is aboat. When sev- 
eral hands are held up, call upon diff'erent pupils 
to state, in their own language, what the sentence 
tells. Proceed in a similar manner with other sen- 
tences of the lesson, and require the pupils to tell 
what those sentences say. The teacher may ask : 
What does the first line tell us? What do the 
words in the next sentence say ? Who can tell 
what the next paragraph is about? 

3. When the pupils have accomplished the first 
two steps in a given reading lesson, they will be 
prepared to take the third step, and will readily 
learn to read with easy, conversational tones. Spe- 
cial care should be taken in these grades to train 
the pupils in habits of clearness and distinctness 
of enunciation ; also, to read in an easy, speaking 
voice. 

Selections from first and second readers may be 
used in these grades. 



LESSON II— Articulation. 

Sheridan says : " A good articulation consists in 
giving every letter in a syllable its due proportion 
of sound, according to the most approved custom 
of pronouncing it ; and in making such a distinc- 
tion between syllables of which words are com- 
posed that the ear shall, without difficulty, ac- 
knowledge their number and perceive at once to 
which syllable the letter belongs. When these par- 
ticulars are not observed the articulation is detect- 
ive." 

FORCE, STRESS, ACCENT, EMPHASIS, MONOTONE, IN- 
FLECTION, AND CIRCUMFLEX. 

The manner in which force is applied in reading 
or speaking is termed Stress. When stress is ap- 



16 NORMAL SCHOOL COUESE. 

plied to a single letter or syllable it is called Ac- 
cent. When stress is applied to a word it is called 
Emphasis. Monotone is a want of emphasis. 
When force grows stronger toward, or at, the close 
of a word, phrase, or sentence it is called Rising In- 
flection ; when it grows weaker at the close of a 
word, phrase, or sentence it is called Falling Inflec- 
tion. When the force changes from strong to weak, 
or from weak to strong, it is called Circumflex. 

BRIEF RULES. 

Accent. — Accent the syllable which is accented 
in a good pronunciation. (See dictionary). 

Emphasis. — Apply force to words that are in op- 
position to each other, or contrasted words, or to 
such words as you wish to call particular atten- 
tion. 

Inflections. — When the sense is complete the 
falling inflection is used, or when there is no doubt 
expressed or implied. 

The rising inflection is used when the sense is in- 
complete, or where there is doubt expressed or im- 
plied. 

The sense in a direct question is incomplete ; it, 
therefore, takes the rising inflection. In the indi- 
rect question the main part of the sentence or an- 
swer is taken for granted, and the falling inflection 
is used. 

Circumflex. — The circumflex is used in ironical 
expressions, as '' youfe a l>ra'K)e old chicken." 

PITCH. 

Pitch has reference to the key-note. In common 
conversation, or common reading, use the middle 
pitch. When you do not wish to be heard very 
far, or by very many, use the low pitch. If you 
wish to be heard at a distance, or by many, use 
liigh pitch. 

MODULATIQ]^. 

Modulation is that agreeable variety of tone which 
is made by the voice in passing from one key-note 
to another. 



NORMAL SCHOOL COURSE. 17 

LESSON III— Quantity. 

Quantity has reference to the time occupied in 
uttering a syllable or word, and may be divided 
into long, medium, and short. 

EXERCISES. 
LONG QUANTITY. 

Unto Thee will I cry, O Lord, my rock ; be not 
silent unto me, lest if Thou be silent unto me I be- 
come like them that go down to the pit. Hear the 
voice of my supplications when I cry unto Thee, 
when I lift up my hands toward Thy holy oracle." 
—Bible. 

MEDIUM QUANTITY. 

The strong arm of the blacksmith is the result 
of exercise. Ma}^ we not conclude that, as in the 
wielder of the sledge, the power to strike comes 
from strikng, so the development of any power of 
body or mind, the ability to do, comes from doing, 
or from the exercise of the functions in question ? — 
Extract from Iowa ScTtool Journal. 

SHORT QUANTITY. 

July litli. 

You see, my friends, (pop) that (bang) patriotism 
is a tune in many (pop) parts. It has its (boom) 
bass of cannons and its (bang) alto of pistols and 
its (whack — smash) tenor of fire-works, (pop) with 
its (pipe — piping) treble of torpedoes. If it were 
not for all this gunpowder chorus of (boom, bang, 
pop, pip) or of (boom, bom. bam, bim, bim, bam, 
bom, boom) this annual Gilmorian outburst of he- 
roic (slam — bang) the nation would (pip) go (pop) 
to the (bang) dogs (boom). It is one incessant roar 
(whiz-fiz) of patriotic emotion in our (bang) streets 
from the first (pop) of daybreak to the last (bang) 
of midnight. The (bang) country is (pop) safe ! 
HurraJi ! (boom). —Extract from Hearth and 
Home in Iowa ScJi. Jour. 



LESSON lY— Style. 
Style has reference to the kind of composition, 



18 NORMAL SCHOOL COURSE. 



and may be divided as follows : conversational, 
narrative, descriptive, didactic, and declamatory. 

EXERCISES. 
COI^VERSATIOKAL — LOW PITCH, SHORT QUANTITY. 

To one coming from America, where civilization 
lias reached its highest development, and where 
energy, thrift, and enterprise are the common 
viratchwords of all, the contemplation of the man- 
ners and customs of this people seems like stepping 
back in this world's history at least two thousand 
years. 

NARRATIVE — MIDDLE PITCH. 

The Egyptians of to-day are much the same as 
then. Now, as then, they wear loose, flowing robes, 
and each man of consequence carries, not a cane, 
but a long staff. Now, as then, the women wear, 
in addition, a mantle thrown over the head and a 
thick veil to conceal the face. 

DESCRIPTIVE — LOW PITCH, LONG QUANTITY. 

By the way, donkeys and donkey-boys of Cairo, 
and'^indeed of the whole of Egypt, are an institu- 
tion of themselves, and deserve a separate descrip- 
tion. The donkey is the same as that upon which 
Balaam rode when he went forth to curse the peo- 
ple of God ; and upon which the Savior rode when 
He entered Jerusalem amid the hosannas of the peo- 
ple. It is from three and a half to four feet high, 
and well proportioned — except that its ears are 
nearly half as long as its legs. 

DIDACTIC — MIDDLE PITCH, MEDIUM QUANTITY. 

It was here that the Almighty, through His ser- 
vant Moses, performed those mighty miracles by 
which a people in bondage were made free — free to 
worship their own God, in their own way, and to 
enjoy the fruit of their own labors. 

DECLAMATORY- -HIGH PITCH. 

Look at the illustrations of any Bible, whether 
old or new, and as you see life in patriarchal Umes 
there illustrated, you can see it here to-day — line 



NORMAL SCHOOL COURSE. 19 

for line, item by item. The artists of these pictures 
observed the Bible record as their guide. They 
might have painted from actual life, had they seen 
the manners and customs of the Egyptians of to- 
day. — Freese, in Gospel Herald. 

LESSON Y— Parenthesis. 

A. parenthesis is a word, phrase, or sentence in- 
serted by way of comment or explanation, in the 
midst of another sentence, of which it is independ- 
ent in construction. 

It is usually inclosed within curved lines, but 
sometimes within dashes ; and should be read on a 
lower key, and faster. 

EXERCISE IN PARENTHESIS. 

Ode to Spring. 

Hail, balmy spring ! my muse thou dost inspire 
("My dear,' it's cold enough to build a fire"). 
To bid farewell to dismal winter's snows 
("I'll put some goose grease on the baby's aose"). 
The birds exultant on the budding trees 
("Just listen, darling, to the baby sneeze"), 
Melodiously pour their paeans forth 
("The wind has shifted, dearest, to the north"), 
While icy currents slowly 'gin to flow 
("I shouldn't wonder if we had more snow"), 
And fragrant zephyrs 'mid mild sky of blue 
(*'The baby'll ha\e to get a warmer shoe") 
Revive pale nature with their honeyed breath 
("This cold, I'm sure, it'll be the baby's death"), 
And deck her brow with wreaths of white and red 
("We'll have to put more blankets on the bed"). 
The fields will fiourish 'neath the genial rain 
("Just see the frost upon the window pane"), 
And murmuring bees to luscious caves will hie 
("What, Tootsy-wootsy, does it make her cry?") 
While barefoot rustic, with his garb well worn 
("We'll want more coal, as sure as you are born"), 
Through perfumed lanes of dog-rose and sweet clover 
("I knew it'd snow before the day was over") 
Rambles at will, and from the neighboring town 
(•'Good gracious! how the snow is coming down") ! 
The cheerlul — Oh, confound the thing! 
This spring is but a Pierian spring-. 



20 NORMAL SCHOOL COURSE. 

LESSON Yl — Miscellaneous Reading. 

HOW IS YOUR PRONUNCIATION ? 

The following extract is suggested for use by 
teachers and pupils in schools, and as an exercise 
test of pronunciation. It must be read off immedi- 
ately, without pause to consider which is the prop- 
er way to pronounce the words : 

1. A courier from St. Louis, an Italian with ital- 
ics, began an address or recitative as to the mis- 
chievous national finances. 

2. His dolorous progress was demonstrated by a 
demonstration, and the preface to his sacerdotal 
profile gave his opponents an irreparable and lam- 
entable wound. 

3. He was deaf and isolated, and the envelope on 
the furniture at the depot was a covert for leisure 
and the reticence from the first grasp of the legis- 
lature of France. 

4. The dilation of the chasm, or trough, made the 
servile satyr and virile optimist vehemently pane- 
gyrize the lenient God. 

5. He was an aspirant after the vagaries of the 
exorcists, and an inexorable coadjutor of the irre- 
fragible, yet exquisite Farrago, on the subsidence 
of the despicable finale and the recognition of the 
recognizance. — Wichita Eagle. 

GOOD advice. 

You are aware, my young friend, that you live in 
an age of light and knowledge — an age in which 
science and the arts are marching onward with gi- 
gantic strides. You live, too, in a land of liberty — 
a land on which the smiles of Heaven beam with 
uncommon refulgence. The trump of the warrior 
and the clangor of arms no longer echo on our 
mountains, or ir our valleys; "the garments dyed 
in blood have passed away" ; the mighty struggle 
for independence is over ; and you live to enjoy the 
rich boon of freedom and prosperity which was pur- 
chased with the blood of our fathers. These con- 
siderations forbid that you should ever be so un- 



NORMAL SCHOOL COURSE. 21 

mindful of your duty to your country, to your Cre- 
ator, to yourself, and to succeeding generations, 
as to be content to grovel in ignorance. Remem- 
ber that "knowledge is power" ; that an enlight- 
ened and a virtuous people can never be enslaved; 
and that, on the intelligence of our youth, rest the 
future liberty, the prosperity, the happiness, the 
grandeur, and the glory of our beloved country. 
Go on, then, w^itli a laudable ambition, and an un- 
yielding perseverance, in the path v^hich leads to 
honor and renown. Press forward. Go, and gath- 
er laurels on the hill of Science ; linger among her 
unfading beauties ; "drink deep" of her crystal 
fountain; and then join in "the march of fame." 
Become learned and virtuous, and you will be great. 
Love God and serve Him, and you will be happy, 
— Kirliham. 



LESSON YIL 

BILL bunker's law-suit. 
[lle-arran^ed.] 

Characters : The Justice, Bill Bunker, Mr. Cooper, 
and Mr. 8hrillvoice. 

The parties were now called and sworn. 

Bunker. — Now, Mr. Justice, as I am no scholar, 
my method of keeping books is by picturing the 
debtor in some way characteristic of his calling or 
occupation. In the present case, as the debtor is a 
cooper by trade, as well as by name, I have him in 
the shape of a man hooping a barrel ; and there be- 
ing but one item in the account charged, and that 
being a cheese, I show it by a circular figure. And 
the article here charged the man had — I will, and 
do, swear to it ; for here it is in black and white. 
And I having demanded my pay, and he not only 
refused, but denied ever buying the article in ques- 
tion, I have brought this suit to recover my just 
dues. And now I wish to see if he will get up here 
in court and deny the charge under oath. If he will, 
let him ; but may the Lord have mercy on his soul. 



22 NORMAL SCHOOL COUESE. 

Cooper. — Well, sir, you shall not be kept from 
having your wish a minute ; for I here, under oath, 
do swear that I never bought, or had, a cheese of 
you in my life. 

Bunker. — Under the oath of God you declare it, 
do you ? 

Cooper, — I do, sir, firmly. 

BuTiker. — Well, well ! I would not have believed 
that there was a man in all this country who would 
dare to do that. 

Justice. — The oaths of the parties are at complete 
issue. The evidence of the book itself is entitled 
to credit, which would turn the scale in favor of the 
plaintiff; unless the defendant can produce some 
rebutting testimony. 

Cooper. — I can easily prove by Mr. Shrillvoice 
here, one of my neighbors, that instead of buying 
cheese that year I actually sold quantities of that 
article. 

[Enter witness.'] 

Justice. — Tell us, Mr. Shrillvoice, what you know 
about this alleged purchase. 

Mr. 8Jirillvoice. — I know that at or about the 
time ot the alleged purchase, that Mr. Cooper made 
a sufficient quantity of cheese for his family ; and 
that he actually sold cheese on different occasions 
on or about that time. 

Justice. — This testimony settles the question in 
my mind, and I feel bound to give judgment in fa- 
vor of defendant for his cost. 

BunTcer. — Judged and sworn out of the whole of 
it, as I am a sinner ! Yes, fairly sworn out ic, and 
saddled with a bill of cost, to boot 1 But I can 
pay it ; so reckon it up, Mr. Justice, and we will 
have it squared on the spot. And so, on the whole, 
I am not sure but a dollar or two is well spent, at 
any time, in finding out a fellow to be a scoundrel, 
who has been passing himself off among people for 
an honest man. [Angrily dashing the required 
amount on the table.] 

Cooper. — Now, Bill Bunker, you have flung out 
a good deal of your stuft' here, and I have borne it 



NORMAL SCHOOL COURSE. 23 

without getting angered a particle ; for I saw all the 
time that yon — correct as folks generally think you 
— did not know what you were about. But now it's 
all fixed and settled, and I'm just going to show 
you that I am not quite the one that has sworn to 
a perjury in this business. 

Bunker. — Well, we will see. 

Cooper. — Yes, we will see. We will see if we 
cannot make you eat your own words. But, first, 
I want to tell you where you missed it. When you 
dunned me, Bunker, for the pay for a cheese, and 
I said I never had one of you, you went off a little 
too soon ; you called me a liar before giving me a 
chance to say another word. And then I thought I 
would let you take your own course, till you took 
that name back. If you had held a minute with- 
out breaking out so upon me, I should have told 
you how it was and you would have got your pay 
on the spot ; but — 

Bunlcer. — Pay ? Then you admit you had the 
cheese, do you ? 

Cooper.— No, sir ; I admit no such thing ; for I 
still say I never had a cheese of you in the world. 
But I did have a small grindstone of you at the 
time, and at just the price you have charged for 
your supposed cheese ; and here is your money for 
it, sir. Now, Bunker, what do you say to that? 

Bunlcer. — Grindstone — cheese ; — cheese — grind- 
stone— (s^e^^n?^^ across- tJie room), I must think this 
matter over again. Grindstone — cheese; — cheese 
grindstone. Ah ! I have it ; but may God forgive 
me for what I have done ! It was a grindstone ; but 
I forgot to make a hole in the middle for the crank ! 

A]Sr OCEAN STEAMER ON FIRE. 

As an English ship was returning from a voyage 
from Australia, about the beginning of the present 
century, when about five miles from the Cape of 
Good Hope, the vessel took fire, of which until now 
we have had no detailed account. 

[Introduced here for special drill on high pitch. 
For use in common schools. The captain should 



24 NORMAL SCHOOL COURSE. 

be represented as standing on deck ; the pilot, en- 
gineer, and fireman in adjoining room, or even out 
of doors. The part "excitement" may be omitted. 

We cannot too strongly insist on the use of dia- 
logues in correcting bad habits in tones of voice.] 

Characters : Captain^ Pilot, Sailors^ Fireman^ En- 
gineer^ and Passengers. 

Captain. — (Speaks through his trumpet). Fire- 
man, have you turned the chimney upside down 
and going to smoke us out ? 

Fireman. — No, sir, there is no smoke from the 
chimney, only from aloft. 

Captain. — Well, ask the Engineer if the boiler is 
not bursted ? 

Fireman. — No, sir, I can see that, and it's as sound 
as a shot. 

Captain. — Pilot, haven't you run into some town 
or country that's been burnt up ? see the smoke 
that's left— 

(Passenger from the cabin runs to the Captain.) 

Passengers — No. 1. — Fire ! fire ! fire ! fire ! 

No. 2. — Fire, Captain ! fire, Captain! fire. Captain ! 

No. 3. — Fire in the cabin ! fire in the cabin ! 

No. 4. — Land, Captain! land, Captain! land! 

No. 5. — Mercy ! mercy ! mercy ! mercy ! 

No. 6. — Gracious ! gracious ! gracious ! gracious ! 

No. 7. — How far are we*from land, Captain? 

Catpain. — Hold on till I speak to the Pilot. 
Helo, Pilot ! 

Pilot. — Aye, aye, sir! 

Captain. — How far are we from Cape Town ? 

Pilot. — About fifteen miles. 

Captain. — How far to the nearest land? 

Pilot. — About three miles. 

Captain. — Do you see any other vessel? 

Pilot. — Aye, sir; one just rounding the Cape about 
four miles distant. 

Captain. — Raise a signal of distress to the mast 
head ! 

No. 1. — Raise a signal to the mast head ! 



NORMAL SCHOOL COURSE. 25 

No. 2. — Take down the signal from the mast head ! 

No. 3. —Gracious ! mercy ! gracious ! mercy ! 

No. 4. — Captain, how far are we from land ? 

No. 5. — Captain, how fax are we from land? 

No. 6. — Captain, how far are we from land? 

Captain. — Throw the powder out of the maga- 
zine, overboard ' 

No. 1. — Throw water on the powder magazine ! 

No. 2.— Throw water on the powder magazine ! 

No. 3. — Throw down the powder magazine ! 

No. 4. — Throw down the powder magazine ! 

Captain. — Silence! silence! silence! Throw the 
powder out of the magazine. Pilot, head her to the 
nearest land ! 

Pilot. — Aye, aye, sir. 

Captain. — How long will it take us to reach the 
Cape? 

Pilot. Three quarters of an hour. 

Captain, — Ring the bell ; perhaps some one may 
see us. 

[Clang, clang, clang, clang, clang, clang.] 

No. 1. — O, gracious ! O, gracious ! O, gracious ! 

No. 2. — O, mercy ! O, mercy ! O, mercy ! 

No. 3. — 0, gracious ! O, gracious ! 0, gracious ! 

No. 4. — O, mercy, save ! O, mercy, save ! O, mer- 
cy, save ! 

Pilot. — Some boats approaching from the Cape. 

Captain. — Throw out the signals and ring the bell ! 

No. 1. — Throw down the signals and ring the bell ! 

No. 2. — The boats ! the boats ! the boats ! 

No. 3. — The boats ! the boats ! the boats ! 

No. 4. — Water ! water ! water ! water ! 

Captain. — Pilot, can you make land ? 

Pilot. — If you would save your lives, ply the 
pumps ! 

Captain. — Water! water! — ply the pumps! 

No. 1. — Water ! water ! — ply the pumps ! 

No. 2. — Water ! water ! — on the fire ! 

No. 3.- Water on the fire ! 

No. 4. — Water on the fire ! 

Captain.- -Pilot, hold her ; and we will subdue 
the fire ! 



26 NORMAL SCHOOL COUBSE. 

No. 1.— The boats ! the boats ! the boats ! 
No. 2. — The boats ! the boats 1 
No, 3.— The boats ! the boats ! 
Captain. — Hold on ! don't leave the vessel — the 
fire is checked ! 

That evening the Captain, Pilot, Engineer, Fire- 
man, and passengers rested in the harbor at Cape 
Town, and the vessel at the wharf for repairs. 



GEOGRAPHY. 



In the widest sense of the term, Geography in- 
cludes all that we know of the globe — its form, 
magnitude, and motions ; the successive changes it 
has undergone ; its present condition ; its struct- 
ure, products, and inhabitants. 

Geography is divided into three branches : Phys- 
ical, Mathematical, and Political. 

Physical Geography treats of the earth's surface, 
as composed of land and water ; the atmosphere 
and its phenomenon ; climate ; the mineral king- 
dom, and all animal and vegetable life. 

Mathematical Geography treats of the earth as a 
planet in its relations to the sun, moon, and other 
heavenly bodies. 

Political Geography treats of the countries and 
nations of the earth — their government and laws ; 
their civilization ; their religion, and national cus- 
toms. As students of this course are supposed to 
be acquainted with these divisions, they are pre- 
sented here in the order above mentioned, with 
three introductory topics. {Note. — In common 
schools this order should be reversed). 



LESSON I — Topical Recitations. 

Topic 1.— The Structure of the Earth. Suh-Di- 
msion — The Difference, if any, between the Science 



28 NOEMAL SCHOOL COURSE. 



of Geology on this subject and the account in the 
1st Chapter of Genesis. 

Topic 2. — The Earth's Position among the Plan- 
ets ; its Size, Form, Motions, etc. 

Topics. — Geological Ages. Sab- Bi visions — 
Azoic, Silurian, Devonian, Carboniferous, Reptilian, 
Matnmalian, and the Age of Man. 

Topic 4.— Mountains ; 5, Volcanoes ; 6, Earth- 
quakes ; 7, Plateaus ; 8, Oceans ; 9, Inland Waters, 
Lakes, Seas, etc.; 10, Vegetable Kingdom ; 11, An- 
imal Kingdom; 12, Man, Difference of Races ; 13, 
Physical Features of the United States ; 16, The 
Atmosphere ; 17, Winds ; 18, Clouds ; 19, Tides ; 
20, Continents; 21, Islands ; 22, Rapids, Cascades, 
Cataracts ; 23, Valleys ; 24, Climate ; 25, Rain, 
Snow, Hail. 

LESSON II. 
Topic 1. — Circles used on Maps, Latitude and 
Longitude, Distances, etc.; 2d, Zones ; 3d, The Six 
Grand Divisions of the Earth ; 4th, The t)ivisions 
of Water; 5th, Bays and Gulfs ; 6th, Straits ; 7th. 
Channels and Sounds ; 8th, Divisions of Land ; 9th, 
Continents ; 10th, Capes ; 11th, Peninsulas ; 12th, 
Isthmuses ; 13th, Forms of Government, (the sys- 
tem of laws by which a Nation is governed) ; 14th, 
Monarchies, (Limited and Absolute) ; 15th, Aristoc- 
racy ; 16th, Democracy, or Republican Govern- 
ment ; 17th, The Different Systems of Religion ; 
18th, Pagan; 19th, Mahommedan ; 20th, Jewish; 
21st, Christian ; 22d, Varieties in Language. 



LESSON III — Topical Recitations. 

MAP UNITED STATES. 

Topic 1. — United States. Sub-Division — Geo- 
graphical Position, Extent, Surface, Climate, Nat- 
ural Features, Number of Inhabitants — of what 
Races, Composed of how many States. 

Topic 2. — Iowa ; Geographical Position, Extent, 
Surface, Climate, Number of Inhabitants, Natural 



NORMAL SCHOOL COURSE. 29 

Features, Products, Chief Rivers and Towns. {Note. 
This model may be used, with little variation, for 
other States.) 

Compare the size of the States with that of Iowa. 

Topics — Maine; 4th, New Hampshire ; 5 th, Ver- 
mont ; 6th, Massachusetts ; 7th, Rhode Island ; 8th, 
Connecticut ; 9th, New York ; 10th, New Jersey ; 
11th, Pennsylvania; 12th, Delaware ; 18th, Mary- 
land ; 14th, District of Columbia ; 15th, West Vir- 
ginia ; 16th, Virginia ; 17th, North Carolina ; 18th, 
South Carolina ; 19th, Georgia ; 20th, Florida ; 21st, 
Alabama; 22d, Mississippi ; 23d, Tennessee ; 24th, 
Louisiana ; 25th, Texas ; 26th, Arkansas. 



LESSON IV. 

Topic 1 — Michigan ; 2d, Ohio ; 3d, Indiana ; 4th, 
Kentucky ; 5th, Illinois ; 6th, Missouri ; 7th, Wis- 
consin ; 8tli, Minnesota; 9th, Calitornia ; 10th, Or- 
egon ; 11th, Kansas ; 12th, Nevada ; 13th, Nebras- 
ka ; 14th, Colorado ; 15th, Washington Territory ; 
16th, Idaho ; 17th, Dakota ; 18th, Utah ; 19th, Ari- 
zona ; 20th, New Mexico ; 21st, Indian Territory ; 
22d, Mexico ; 23d, Yucatan ; 24th, Central America ; 
25th, West Indies, 



LESSON V. 

The Divisions A, B, and C being divided into odd 
and even numbers are prepared for the following 
match lesson on outline map. Map of United States, 
conducted as follows : No. 1 and No. 2 approach 
the map ; No. 1 asks a question, as to the locality 
of any State, River, City, Mountain, Lake, Bay, or 
anything that is marked and numbered on the map ; 
No. 2 points it out, and asks No. 1 a question in 
like manner. If No. 1 points out the locality, he 
asks another question, handing the pointer to No. 
2, (if both do not have pointers). If, however, No. 
1 does not point out the locality in question, No. 2 
points it out and No. 1 takes his seat ; and No. 3 ap- 



30 NORMAL SCHOOL COURSE. 



proaches the map and asks a question as No. 1 did 
first, and so on. 



LESSON VI. 

Compare the size of the States with that of Iowa. 

Topic 1 — South America ; 2d, United States of 
Columbia ; 3d, Venezuela ; 4th, Guiana ; 5th, Bra- 
zil ; 6th, Paraguay ; 7th, Uruguay ; 8th, Argentine 
Confederation ; 9th, Patagonia ; 10th, Chili ; 11th, 
Bolivia ; 12th, Peru ; 13th, Ecuador. 

This recitation is to be concluded with a match 
lesson on outline map of South America, as in Les- 
son V, commencing with No. 14 of each Division. 



LESSON VII. 

Topic 1 — Europe ; 2d, Russia ; 3d, England ; 4th, 
Scotland; 5th, Wales; 6th, Irelard; 7th, Norway 
and Sweden ; 8th, Spain ; 9th, Portugal ; 10th, 
France ; 11th, Holland ; 12th, Belgium ; 13th, Den- 
mark ; 14th, Empire of Germany ; 15th, Austria ; 
16th, Switzerland ; 17th, Italy ; 18th, Turkey in 
Europe ; 19th, Greece ; 20th, Islands of Europe. 



LESSON VIII. 

Match lesson on the Map of Europe. For method 
of conducting, see Lesson V. 



LESSON IX. 

Topic 1 — Asia ; 2d, Asiatic Russia ; 3d, Chinese 
Empire ; 4th, Japan ; 5th, India ; 6th, Turkestan ; 
7th, Afghanistan ; 8th, Beloochistan ; 9th, Persia ; 
10th, Arabia; 11th, Turkey in Asia; 12th, Geor- 
gia ; 13th, The Asiatic Islands. 

This recitation is to be concluded with a match 
lesson on an outline Map of Asia ; as in Lesson V, 
commencing at No. 14. 



NORMAL SCHOOL COURSE. 31 

LESSON X. 

Topic 1 — Africa ; 2d, The Barbary States ; Bd, 
Egypt ; 4th, Nubia and Abyssinia ; 5th, The Coun- 
tries of the Eastern Coast ; 6th, Cape Colony ; 7th, 
Soudan ; 8th, Ethiopia ; 9th, Southern Africa. 

This recitation is to be concluded with match 
lesson on Map of Africa ; as Lesson V, commenc- 
ing at No. 10. 



LESSON XL 

Topic 1— Oceanica ; 2d, Malaysia ; Sd, Austra- 
lasia ; 4th, Polynesia. 

Conducted with match lesson on Map of Oceanica. 



LESSON XXL 

MAP-DRAWING. 

Locate principal Cities, Towns, Rivers, and Lakes. 
1st, Map of United States; 2d, Iowa; 3d, Maine ; 
4th, New Hampshire; 5th, Vermont; 6th, Massa- 
chusetts ; 7th, Rhode Island ; 8th, Connecticut ; 9th, 
New York ; 10th, New Jersey ; 11th, Pennsylvania ; 
12th, Delaware ; 13th, Maryland ; i4th, District of 
Columbia ; 15th, West Virginia ; 16th, Virginia ; 
17th, North Carolina ; 18th, South Carolina ; 19th, 
Georgia; 20th, Florida ; 21st, Alabama ; 22d, Ten- 
nessee ; 23d, Louisiana ; 24th, Texas ; 25th, Ar- 
kansas. 



LESSON XIIL 

MAP-DRAWING CONTINUED. 

1st, Map of Michigan ; 2d, Ohio ; 3d, Indiana ; 
4th, Kentucky ; 5th, Illinois ; 6th, Missouri ; 7th, 
Wisconsin ; 8th, Minnesota ; 9th, California ; 10th, 
Oregon ; 11th, Kansas ; 12th, Nevada ; 13th, Ne- 
braska ; 14th, Colorado ; 15th, Washington Terri- 
tory ; 16th, Idaho ; 17th, Montana ; 18th, Dakota ; 
19th, Wyoming ; 20th, Utah ; 21st, Arizona ; 22d, 



32 NOEMAL SCHOOL COURSE. 

. — — — — — ' — 1 

New Mexico ; 23d, Indian Ter. ; 24th, Map of this 
County, locating the Townships, Sections, etc. 



LESSON xiy. 
Match lesson on Outline Map of the World. 



LESSON XV. 

Topic 1 — North America ; 2d, British America ; 
3d, Alaska ; 4th, Greenland ; 5th, West Indies. 

Concluded with match lesson on Outline Map of 
North America. 



LESSON XVI. 

History of Iowa, by the teacher or one designated 
by him. Conducted with match lesson on Map, 
and a Hurrah for our Home ! 



PREFACE. 

IN presenting to the teachers of Page County this short treat- 
ies on English Grammar, we beg leave to say that we regard you 
as intelligent thinkers, and believe that any work on sojence that 
is not rational must insult y(s>ur good sense. We, therefore, ask 
you to consider, without prejudice, whether the positions taken 
are tenable. We simply desire that you shall apply the test of rea- 
son ; then accept what is true, and reject what is false. We be- 
lieve that the principles of our language as established by usage 
are few and simple ; and as our language in many respects differs 
from all other languages, so does our Grammar; and that whenever 
we attempt to make our Grammar like the Latin or some other 
Grammar, we will have much in it that is useless and untrue. We 
hpve sought to take a common sense view of the subject, leaving 
out all that will not give us a better knowledge of the forms and 
relations of words. In common with others we regard what is 
said on Grammar as applying more particularly to written lan- 
guage, but what we have said on Grammar will apply equally well 
to spoken language — if in definitions of Number, Tense, Gender, 
etc., you substitute for the form of the word sound or combina- 
tion of sounds. We have not space to give many examples illus- 
trating classification and principles, nor do we desire to; as we ex- 
pect you to furnish these examples in your daily recitations in our 
Normal School. We can not now give our reasoning in full for re- 
jecting so much usually given in our text books, but will take pleas- 
ure in doing so as we discuss the diflerent topics in our school. 

J. A. WOODS. 



GRAMMAR. 



LANGUAGE. 



SYNOPSIS. 

i Natural, 



CLASSIFICATION OF WORDS. 

Nouns, Adjectives, Verbals, Connectives. 

Pronouns, Yerbs, Adverbs, Interjections. 

^avi^TyYu J Masculine, 
I LENDER, I ;peminine. 

PROPERTIES J M,T..^^^ J Singular, 

OF TVrnTTATS i 1> UMBER, ] pj^j.^] 

t Office. ^ Object, 

I Complement, 
[ Adnominal. 



Personal, J J^^^^^^^^^ 



Relative, 



Simple, 
PRONOUN. ^ -'--— ^-' 1 Compound. 

Interrogative, 
Adjective, 
Possessive Adjective. 



NORMAL SCHOOL COURSE. 



35 



( QUALIFYIJN^G, 

ADJECTIVES. \ Specifying, 
( Possessive. 

VERBALS. ] Pakt^oiples, 
( Infinitives. 

i Transitive. 



VERB. 



( Intransitive, | ^^^^* 9^^?®' 
^ ' Second Class. 



PROPERTIES OF 
THE VERB. 



ADVERBS. 



r Number \ lingular, 

I 1^ UMBER, I Plural. 



I 

[ Tense. 



Present, 
Past. 



CONNECTIVES. \ ^^l^T'lt'^^' 

Secondary. 



USE OF INTERJEC- 
TIONS. 



' Address^ 

Exclamation, 

Emphasis, 
^ To Change the Order of 
I Words in the Sentence. 
L To Introduce a Sentence. 



LANGUAGE. 

1. Language is any means of communication be- 
tween mind and mind. 

2. There are two kinds of language, viz : Natur- 
al and Artificial. Both consist of signs ; the first, 
of those signs natural to the human family — such 
as a smile, a tear, a frown, with the various expres- 
sions of the face and eye ; the second, of conven- 
tional signs. The second class is divided into two 
classes, Spoken and Written. In'each of these sub- 
divisions words are the signs of ideas. 



36 NORMAL -SCHOOL COURSE. 

3. Grammar is the science of artificial language, 
and, therefore, deals with the forms and arrange- 
ment of words. 

GENERAL PRINCIPLES. 

L 

4. Words have, as the representatives of thought, 
two values, viz: Form and Arrangement. 

II. 

All incorrect sentences are so on account of wrong 
forms, or arrangement, or both. 

5. A spoken word is a sound or combination of 
sounds representing an idea. 

6. A written word is a letter or letters represent- 
ing a sound or combination of sounds. A written 
word is, therefore, the sign of an idea. 

SENTENCES. 

7. A sentence is the expression of thought in 
words. 

8. A complete sentence contains at least two 
words — a verb and subject. 

9. A verb is a word that asserts, questions, or com- 
mands. 

10. The subject is the word or words represent- 
ing that concerning which the verb asserts, ques- 
tions, or commands. 

11. The subject may be a word, phrase, or a sen- 
tence. 

12. Sentences are of two kinds, viz : Independ- 
ent and Dependent. 

13. An independent sentence is one which makes 
complete sense when standing alone. 

14. A dependent sentence is one that does not 
make complete sense when standing alone. They 
differ from each other only in their use. 

15. Two or more sentences may be united togeth- 
er so as to form a compound sentence. 

THE ELEMENTS OF A SENTENCE. 

16. An element of a sentence is a part essential 



NORMAL SCHOOL COURSE. 37 

to its construction. The elements are Subject, 
Verb, and often complement of the Verb. By com- 
plement of a Verb we mean a word or words nec- 
essary to complete its meaning. 

PHRASE. 

17. A phrase is a collection of words not express- 
ing complete sense, but usually assisting some 
word in the sentence. 

18. Most phrases have a connective, and a sub- 
stantive ; and as we have no phrase without a sub- 
stantive, but sometimes without a connective, we 
call the substantive the essential element. 

NOUN. 

19. A noun is a name ; hence, we determine a 
word to be a noun by ascertaining it to be a name. 

20. A collective noun is a name which, in the sin- 
gular number, represents several objects. 

21. A verbal noun is one derived from a verb, and 
retaining to some extent the signification of the verb. 

22. Verbal nouns are of two kinds, Participial and 
Infinitive. Verbal nouns are names of actions. 

23. ISTouns have Number, Gender, and Office. 
Number is the form of the word indicating whether 
the mathematical number is one or more than one. 

Note.— It is sometimes argued that all nouns have number. This 
is not true. It is true that there is, in nearly all sentences, some- 
thing that has number, and tells whether one or more than one 
object is meant. It may be the noun, pronoun, verb, or adjective 
which has the number. In the sentence, The deer are grazing, the 
verb has the number; for grammatical number is the form of the 
word telling something of the mathematical number, and the noun 
deer has no change of form by which it can tell. In the sentence, 
I captured my deer, there is not anything to indicate whether one 
or more than one animal was captured. 

24. Grammatical and mathematical numbers are 
different : The first is the form of the word ; the 
second is a unit or a collection of units. It there- 
fore follows that we have two numbers, singular 
and plural. But all nouns do not have both num- 
bers. There are a few words in our language that 
do not have number. 

25. Gender is the form of the word indicating 



38 NOEMAL SCHOOL COURSE. 

whether the object represented is male or female. 
It therefore follows that there are but two genders. 

26. The form indicating that the object is a male 

being, is called masculine gender ; the other form 

feminine gender. 

Note. — You will perceive we have left out the names neuter and 
common gender. In parsins: a word we can tell what forms and 
offices a word has, but it would be the height of folly to attempt 
to tell what it does not have ; and we might, with as much pro- 
priety, say a noun is neuter mode as to Siiy it is neuter gender. 
Common gender is an impossibility, for the form of the word can 
not, at the same time, indicate male and female. The word parent 
is applied to both male and female beings, but there is nothing in 
the word that can tell the sex, and when we use the word we have 
no intention of telling. If we desire to indicate the sex, we use 
the word father or mother. The same is true of all other words 
which have been regarded as having common gender. If the defi- 
nition is true, there cannot be any such thing as common gender. 
Gender and sex are diflferent things: the first being the form of 
word ; the second a quality of the object. 

OFFICE. 

27. Office is the relation that a word has to other 
words in the sentence. 

28. Nouns have the following offices : Subject in 
the sentence when it is subject of the verb ; object, 
when it is the complement of a transitive verb; 
complement, when it assists an intransitive verb of 
the second class ; adnominal, when joined to anoth- 
er noun for the purpose of explanation or specifi- 
cation ; subject of an infinitive, when it represents 
the object of which the infinitive, in its verb char- 
acter, makes an assertion, etc. 

Note. — Many authors speak of nouns as having another office, 
and call it independent; but this is a contradiction of terras, for 
office is the relation a word has to other words in a sentence, and 
stating that a word is independent is saying that it does not have 
any relation. The fact is that such nouns are interjections, used 
by way of address or exclamation. 



PRONOUNS. 

29. A pronoun is a word which is used instead of 
a noun. 

PEESONAL PRONOUNS. 

30. Person, as used in grammar, is the form of the 
word indicating whether the speaker, the Individ- 



NORMAL SCHOOL COURSE. 



39 



ual spoken to, or the one spoken of, is meant ; and 
since we have a class of pronouns that have these 
forms, they are denominated Personal Pronouns. 
They are : I, thou, he, she, and it. They also have 
form to indicate their office in the sentence, as well 
as number and gender. Giving these different 
forms is termed Declension. They are declined as 
follows : 

SINGULAR NUMBER. 





FIRST PER. 


SECOND PER. 


THIRD PER. 


Subj.form 


I 


Thou 


He she it 


Obj. form 


Me 


Thee 


Him her it 



PLURAL NUMBER. 





FIRST PER. 


SECOND PER. 


THIRD PER. 


Subj.form 
Obj. form 


We 


You 


They 


Us 


You 


Them 



31. You and it do not determine their office by 
their form. I, thou, and it do not have gender. The 
above pronouns are called Pure. 

32. Intensive personal pronouns are : Myself, 
thyself, himself, herself, itself — and their plurals, 
ourselves, yourselves, themselves. They are used to 
intensify the expression. 

RELATIVE PRONOUNS. 

33. A relative pronoun is a pronoun that joins a 
dependent sentence to its antecedent. Only one 
relative (who) is declinable. Relative pronouns 
are divided into two classes. Simple and Compound. 

34. The simple relative performs two offices, that 
of connective and a pronoun. 

35. The compound relative performs the office of 
a connective and two offices of a pronoun, 

INTERROGATIVE PRONOUNS. 

36. An interrogative pronoun is a pronoun used 



40 NORMAL SCHOOL COUESE. 

to introduce a question, or a sentence which is it- 
self the object of a transitive verb. 

ADJECTIVE PEOT^OUJS^S. 

37. An adjective pronoun is a word that limits or 
describes the noun for which it stands. 

A POSSESSIVE ADJECTIVE PRONOUN 

38. Is one that describes the noun for which it 
stands by denoting possession. Example: Your 
book is new ; mine is old. The word " mine " is 
equivalent to the two words my, book ; but the 
word " my " is a possessive adjective, and book is 
a noun ; hence, we have called such words possess- 
ive adjective pronouns. 

PRINCIPLES GOVERNING PRONOUNS. 

39. Principle I. — Where a declinable pronoun 
is the subject in a sentence, complement of a verb 
belonging to the second class of intransitive verbs, 
or an interjection, it takes the subjective form. 

40. Principle II. — When a declinable pronoun is 
adnominal to a noun, it takes the same form it 
would take if used instead of the noun. 

41. Principle III. — When a declinable pronoun 
is object in a sentence, object of a participle or in- 
finitive, subject of an infinitive, or essential ele- 
ment of a phrase, it takes the objective form. Ex- 
ception — When a declinable pronoun is at the same 
time the subject of a verb and an infinitive, it takes 
the subjective form. 



ADJECTIVES. 

42. An adjective is a word modifying or limiting 
a noun or pronoun, and sometimes another ad- 
jective. 

43. There are three classes : Specifying, quali- 
fying, and possessive. The first class specifies or 
points out ; the second denotes a quality of the ob- 
ject represented by the noun ; the third indicates 
possession. 



NORMAL SCHOOL COURSE. 41 

44. Many words of the second class have differ- 
ent forms to indicate different degrees of quality. 
Giving these different forms is termed comparison 
When the adjective simply asserts a quality it is 
called positive. When the form of the adjective 
shows that the object possesses a quality to a 
greater or less extent it is said to be comparative. 
When the form of the adjective shows that the ob- 
ject possesses a quality to the greatest or least ex- 
tent it is said to be superlative. 

Note. — Only qaalityiiig adjectives are compared, and many of 
these are not compared. In many cases the different degrees of 
quality are indicated by the different forms of the adverb, and not 
of the adjective ; and in such cases it is wrong- to say the adjective 
is compared. Possessive adjectives are those words that have 
usually been called nouns in the possessive case. But it is mani- 
festly wrong to call them nouns, for by our definition of a noun it 
is a name ; but such words as man's, John's, his, etc., are neither 
nouns nor pronouns, as they are neither names nor used instead 
of nouns. 

VERBALS. 

PARTICIPLES. 

45. A participle is a word derived from a verb, 
retaining, to some extent, its verb character, but, 
in addition, performing some other office in the 
sentence. 

46. In its verb character it may take an object, 
have a complement, or be modified th« same as the 
verb. 

47. Participles are divided into two classes, im- 
perfect and perfect. An imperfect participle is one 
that shows the act or condition of the object repre- 
sented by the word which the participle modifies 
as unfinished or imperfect. 

48. A perfect participle is one that shows com- 
pleted or perfected action. This class is sub-di- 
vided into simple, compound, and passive. It is 
simple when a single word ; compound when two 
or more participles are joined together ; passive 
when it limits a noun and represents the object in- 
dicated by the noun as acted upon. 

INFINITIVES. 

49. An infinitive is a word derived from a verb, 



42 l^OEMAL SCHOOL COUESE. 



retaining, to a great extent, the signification of the 
verb, but performing the office of some other word. 
The infinitive is often accompanied with the word 
"to," but the "to" is no part of the infinitive. The 
infinitive usually has a subject. The subject of the 
infinitive is sometimes the subject of the sentence. 

50. Verbs are divided into transitive and intran- 
sitive, 

51. A transitive verb is one that requires a com- 
plement as an object. An intransitive verb is one 
that does not require a complement as an object. 

52. Intransitive verbs are divided into • two 
classes, the first of which does not require any 
complement; the second requires a complement 
which is an adjunct of the subject. 

TENSE. 

53. To verbs belong tense and number. 

54. Tense is the form of the verb indicating the 

time of an act. 

]s^OTE. — Time is not tense, nor is tense time. Since we have 
only two forms of the verb to indicate time, it follows that there 
are'but two tenses, viz : present and past. But it may be asked, 
Are there not three divisions of time, and do we not represent ac- 
tions occurrine: in each of these divisions? Also, do we not have 
imperfect or incomplete acts and completed action ? Certainly, we 
do, and, as we do not have forms of the verb for all these, we re- 
sort to the use of phrases. 

55. The first form of the verb indicates present 
time, incomplete action. The second form indi- 
cates past time, incomplete action. Shall or will 
with the infinitive indicate future time, incom- 
plete action. Bave and the perfect participle of 
the verb indicate present time, complete action. 
Had and the perfect participle indicate past time, 
completed action. Shall or will have and perfect 
participle indicate fufcure time and completed 
action. 

56. Number is the form of the verb showing 
whether the subject of the verb represents one or 
more than one object. With the exception of the 
verb " to be " verbs have no number in any but the 
present tense. 



NOKMAL SCHOOL COURSE. 43 

NUMERALS. 

57. The words one, tioo, three, etc., have been 
called adjectives, but are, without doubt, nouns, 
being names of number and adnominal of other 
nouns either expressed or understood. 

ADVERBS. 

58. An adverb is a word which limits a verb, ad- 
jective, or other adverb. A few adverbs admit of 
comparison. 

CONNECTIVES. 

59. Connectives are divided into two classes, co- 
ordinate and secondary. A co-ordinate connective 
is one that joins words that have the same office in 
the sentence, or phrases or sentences of like char- 
acter. A secondary connective is one that joins an 
adjunct to the word limited. 

INTERJECTIONS. 

60. An interjection is a word thrown in while we 
form phrases or sentences, but has no relation to 
other words in the sentence. The interjection may 
be used by way of address or exclamation or em- 
phasis or to change the order of words in a sen- 
tence or to introduce a sentence. 

IRREGULARITIES. 

61. The declension of the pronoun tliou is thou, 
thee, you — thou and thee being the singular forms 
and you the plural form ; hence, when we use you 
and a verb which has number we use a plural verb ; 
for example, we say, You ao^e good, and never, You 
is good. Thou is the singular and you the plural 
form, and at one time were always so used, but 
modern usage allows us to use you, whether we 
mean one or more than one. The facts, then, are 
these : By previous agreement you is plural ; by 
modern usage it has no number whatever, for by 
modern usage its form does not tell whether one or 
more than one individual is meant, and our dehni- 



44 NORMAL SCHOOL COURSE. 

tion of number says it is the form indicating wheth- 
er one or more than one is meant 

62. Another irregularity is in the use of the verb 
when used with tJiou in the present lense. In the 
sentence, I walk, /is singular and wallc is plural in 
form. We must regard such examples as excep- 
tions to the principle that when subject and verb 
both have number they must agree in number. 

EXCEPTIONS. 

63. Yerbs have no number in any but the pres- 
ent tense to he^ however, has was^ singular, and 
were^ plural. The infinitive always has the same 
form as the present tense of the verb from which it 
is derived ; but we have the verb am, and the infin- 
itive he. 



ARITHMETIC. 



LESSON I. — Properties of Numbers and Notation. 

LESSON 11. — Addition, Subtraction, and Multipli- 
cation. 

LESSON IIL— Division. 

LESSON ly. — Denominate Numbers. 

LESSON Y.— Longitude and Time. 

LESSON VL — Factoring, Greatest Common Divi- 
sor, and Least Common Multiple. 

LESSON yil.— Addition, Subtraction, Multiplica- 
tion, and Division of Fractions. 

LESSON YIII.— Decimal Fractions. 

LESSON IX.— Ratio and Proportion. 

LESSON X.— Interest. 

t LESSON XL— Partnership. 

LESSON XII.— Allegation. 

LESSON XIIL— Duodecimals. 

LESSON XIV.— Involution. 

LESSON XY.- Evolution. 



PENMANSHIP. 



LESSON I.— Position. 

LESSON Il.—Principles. 

LESSON IIL— Movements. 

LESSON ly.— Height and Space of Letters. 

LESSON v.— Analysis of Letters. 

Remaining lessons will consist of a review of 
previous lessons and practice. 



UNITED STATES HISTORY. 



LESSON I. 

DISOOVEEIES FROM 1492 TO 1607. 

1. State biiefiy the discoveries made by Colum- 
bus — the Cabots — Americus. 

2. Name the Spanish discoveries. 

3. Name the French discoveries. 

4. Name the Dutch discoveries. 

5. Name the English Discoveries. 

6. Give an account of conflicting claims among 
these nations. 



LESSON XL 

COLONIAL HISTORY FROM 1607 TO 1775. 

1. Name, in the order of settlement, the thirteen 
original Colonies. 

2. Give dates and place of settlement of each. 

3 Give the early history of Virginia, with an 
outline of its Governors. 

4. Give the early history of Massachusetts, with 
an account of the Pilgrims. 

5. Give a sketch of New York and its Gover- 
nors, 



LESSON III. 

1. Give an account of the settlement of Mary- 
land with a history of the Calverts. 

2. Give an account of Roger Williams. 

3. Give an account of William Penn, and the 
early history of Pennsylvania. 



48 NORMAL SCHOOL COUESE. 

4. Name the Indian wars in which the Colonies 
were involved. 

5. Grive a brief account of other Colonial wars, 



LESSON ly. 

THE FRENCH AND INDIAN WAR. 

1. State the causes of the war. 

2. Give date and duration of the war. 

3. Name the principal commanders on each side. 

4. Give the principal expeditions, with names of 
those conducting them. 

5. Name the principal battles and results. 

6. Give the re'sults of the war. 



LESSON V. 

REVOLUTIONARY PERIOD FROM 1775 TO 1783. 

1. State the various causes that led to the Revo- 
lutionary war. 

2. Give a history of the first three Congresses. 

3. Describe the battles of Lexington and Bunker 
Hill. 

4. Describe the taking of Crown Point and Ti- 
conderoga. 

5. Describe the attack on Quebec. 

6. Recapitulate the events cf 1775. 



LESSON YL 

1776. 

1. Give an account of the siege of Boston. 

2. Give an account of the siege of Charleston. 

3. Give an account of the Declaration of Inde- 
pendence. 

4. Describe Washington's campaign in New 
York and New Jersey. 

5. Give the particulars of the battles of Trenton 
and Princeton. 

6. Recapitulate the events of 1776. 



NORMAL SCHOOL COURSE. 49 

LESSON VIl. 
1777 AND'1778. 

1. Give an account of the battle of Chad's Ford, 
and the possession of Philadelphia b}^ the British. 

2. Describe the battle of Germantown and loss 
of the forts Mifflin and Mercer. 

3. Give an account of Burgoyne's invasion. 

4. Recapitulate the events of 1777. 

5. Evacuation of Philadelphia by the British. 

6. French aid and the French fleet under Count 
D'Estaing. 



LESSON yiii. 

1779—1783. 

1. Names and results of principal battles in the 
Carolinas. 

2. Give an account of Arnold's treason. 

3. Give an account of John Paul Jones's victo- 
ries. 

4. Give an account of a revolt among the troops. 

5. Give an account of the siege of Yorktown and 
surrender of Cornwallis. 

6. Close of the war and terms and time of the 
treaty. 

7. Give an account of the Articles of Confedera- 
tion and the Constitutional Convention. 



LESSON IX. 

CONTSTITUTIONAL PERIOD — (1789-1812). 

1. State the most important events in Washing- 
ton's administration. 

2. Give its time and duration. 

3. Name his Cabinet. 

4. Discuss Adams's administration. 

5. Give an account of the troubles between the 
United States and France. 

6. Give an important event in Jeff'erson's admin- 
istration. 



50 NORMAL SCHOOL COURSE. 

7. Give date and peculiarities of Madison's ad- 
ministration. 



LESSON X. 

WAR OF 1812— (1812-1815). 

1. Give causes of the war of 1812. 

2. Make general statement of the divisions of 
the army and officers in that war. 

3. Name principal battles and results. 

4. Give particulars of the battle of New Orleans. 

5. Discuss the naval engagements. 

6. Give time and terms of treaty. 

7. Make a brief statement of the war with Al- 
giers. 



LESSON XL 

1817—1829. 

1. State the leading events of Monroe's admin- 
istration. 

2. Explain the "Missouri Compromise." 

3. Explain the "Monroe doctrine." 

4. Tell the condition of the nation under John 
Quincy Adams' administration. 

5. Discuss the Tariff question. 

6. Explain what is meant by the "American sys- 
tem." 



LESSON XIL 

1829—1844. 

1. State some of Jackson's peculiarities as Pres- 
ident. 

2. Name the great subjects that occupied the na- 
tional mind at that time. 

3. Name the event that characterized Van Bu- 
ren's administration. 

4. Name the next two Presidents and state what 
you know of them as Presidents. 



NORMAL SCHOOL COURSE. 51 

5. In what respect did Tyler disappoint his con- 
stituents ? 

6. State the troubles in Rhode Island. 



LESSO]^ XIll. 

MEXICAN WAR — (1846). 

1. State the causes of the Mexican war. 

2. Name the battles tought by Taylor, with 
results. 

3. Name the battles fought by Gen. Scott, with 
result of each. 

4. Give Kearney's and Fremont's work in that 
war. 

5. Give time and terms of treaty. 

6. Name the succeeding President and tell what 
you can in regard to California. 

7. Give the acts in Clay's Compromise Bill. 

8. Explain the Kansas-Nebraska Bill. 

9. Describe the Civil war in Kansas. 



LESSON xiy. 

THE GREAT REBELLION — (1861). 

1. State the cause of the Hebellionin the South. 

2. Name, in their order of secession, the seceded 
States. 

3. Describe the first hostile act on the part of the 
rebels, and the taking of Fort Sumpter. 

4. Describe the early events in West Virginia. 

5. Describe the first battle of Bull Run. 

6. Describe the campaign in Missouri. 

7. Describe the battle of Ball's Bluff. 

8. Recapitulate the important events of of 1861. 



LESSON XY. 

1862. 

1. Name the Confederate line of defenses from 
the Mississippi River eastward. 



52 NOEMAL SCHOOL COURSE. 



2. State results of the battles of Mill Springs, 
Forts Henry and Donelson, Columbus, Island No. 
10, and New Madrid. 

3. Describe the battle of Shiloh. 

4. Describe Bragg's invasion of Kentucky. 

5. Describe the battle of Pea Ridge. 

6. Describe the engagement between the Meri- 
mac and the Monitor. 

7. Describe the battle of New Orleans. 

8. Describe the second battle of Bull E,un. 

9. Recapitulate the events of 1862. 



LESSON XYI. 
1863. 

1. Explain the Emancipation Proclamation, 

2. Describe the invasion of Maryland. 

3. Describe the battle of G-ettysburg. 

4. Describe the opening of the Mississippi River. 

5. Name and describe the Confederate guerilla 
bands. 

6. State the condition of the United States navy 
at this time. 

7. State the condition of West Virginia. 

8. Recapitulate the events of 1863. 



LESSON XVII. 

1864. 

1. Give an account of the Red River expedition. 

2. Describe Sherman's ''march to the sea.'' 

3. Describe the movements of the Army of the 
Potomac. 

4. Describe the Union victories at Mobile Bay 
and on the Atlantic coast. 

5. Describe the reduction of Petersburg and 
Richmond. 

6. Describe the capture of Lee's army and the 
assassination of Abraham Lincoln. 

7. Recapitulate the events of 1864-5. 



NORMAL SCHOOL COURSE. 53 

LESSON XYIII. 

1865—1875. 

1. Give points of disagreement between Presi- 
dent Johnson and Congress. 

2. State, in brief, Secretary Stanton's removal 
from office and Johnson's impeachment. 

3. Explain the ^'Tenure of Office Bill." 

4. State the bills passed over the President's 
veto. 

5. State any important occurrences in Grant's 
administration. 

6. Give your opinion of the present political 
state of the nation. 



PHYSIOLOGY. 



LESSON I. 

INTRODUCTION. 

1. Give the first natural divisions of the material 
world. 

2. Name and defioe the kingdoms which com- 
prise them. 

3. Give classification of the animal kingdom, be- 
ginning with the lowest type of life. 

4. Give characteristics of each in the same or- 
der. 

5. Define Anatomy, Physiology, and Hygiene. 

6. Give points of difference between man and 
the lower order of animals. 



LESSON IL 

VOLUNTARY MOTION. 

1. Name the three systems which make up the 
human body. 

2. Name the organs of voluntary motion. 

3. Give the number and the classification of the 
bones. 

4. Give the composition and structure of the 
bones. 

5. Name and describe the bones of the head. 

6. Discuss the bones of the trunk in the same 
manner. 

7. Describe the bones of the upper extremities. 



NORMAL SCHOOL COURSE. 55 

8. Name and describe the bones of the lower ex- 
tremities. 

9. Discuss joints and ligaments. 



LESSON III. 

VOLUNTARY MOTION — CONTINUED. 

1. Muscles. Give their structure ; forms ; num- 
ber ; uses ; arrangements ; attachments. 

2. Discuss the structure and uses of tendons. 

3. Give the anatomy of the larynx. 

4. Give its physiology. 



LESSON IV. 

NUTRITION — DIGESTION. 

1. Define nutrition and give the divisions com- 
posing it. 

2. Name the organs of digestion. 

3. Describe the mouth ; the teeth ; the tongue ; 
the salivary glands ; the pharynx ; the oesophagus ; 
the stomach. 

4. Give the general and sub-divisions of the intes- 
tines. 

5. Give the formation of chyme and chyle, and 
the location and functions of the lacteals and mes- 
entery. 

6. Locate and describe the liver ; the pancreas ; 
the spleen. 

7. Give the uses of saliva; gastric juice; bile; 
pancreatic juice. 

8. Recapitulate the process of digestion. 



LESSON Y. 

NUTRITION — CONTINUED. CIRCULATION. 

1. Name the organs of circulation. 

2. Describe the heart ; arteries ; veins ; capilla- 
ries. 

3. Give the composition of blood, and the uses of 
its circulation. 



56 NOEMAL SCHOOL COURSE. 

4. Describe a drop of blood in its complete circu- 
lation, beginning at the right auricle of the heart. 

5. Describe the lymphatics, and tell their function. 

6. Describe anv other absorbents that exist. 

7. Tell the use of anastomosing vessels. 



LESSON YL 

NUTRITION — CONTINUED. RESPIRATION. 

1. Name the respiratory organs. 

2. Describe the lungs ; trachea ; bronchia ; air 
cells. 

3. Describe the diaphragm ; ribs, and intercos- 
tal muscles ; and give the mechanism of breathing. 

4. Give the uses of breathing, and state all the 
methods of purifying the system. 

5. Give the temperature of the body, and tell how 
it is regulated. 



LESSON YII. 

NERVOUS SYSTEM. 

1. Name the organs of the nervous system. 

2. Desoribe the brain. Give its divisions ; its 
structure, and its connection with the spinal cord. 

3. Describe the spinal cord. Give number and 
names of nerves arising from it, both within and 
without the skull. 

4. Describe the structure, use, and distribution 
of nerves. 

5. Describe the ganglionic system. 

6. Discuss voluntary, involuntary, and reflex 
movements. 



LESSON YIII. 

NERVOUS SYSTEM — CONTINUED. SPECIAL SENSES. 

1. Describe the sense of feeling. Name organs, 
and give process of communication with the brain. 

2. Tell all that you can of the organ and sense 
of taste. 

3. Discuss the sense of smell in the same manner. 



NORMAL SCHOOL COURSE. 57 

4- Describe in detail the eye; its coats ; fluids ; 
senses ; cornea ; pupil, and iris. 

5. Describe, also, its adjusting machinery and 
protecting organs. 

6. Give the mechanism of vision. 



LESSON IX. 

SPECIAL SENSES — CONTINUED. 

1. Describe the external, internal, and middle 
ear ; the Eustachian tube ; the tympanum ; and 
the bones of the ear. 

2. Give the mechanism of hearing, and tell what 
constitutes sound. 

3. Tell how the sensation is communicated to the 
brain. 



LESSON X. 

HYGIENE. ' 

1. Define hygiene ; health ; disease. 

2. Give the composition of bone in childhood, 
mature life, and old age, and state the best method 
of preserving the health of the bones. 

3. Give the effects of compression on muscles ; 
also, the influence of pure air on the same. 

4. Give rules for the health and growth of mus- 
cles ; also, for the time and manner of both exer- 
cise and rest. 

5. Give reasons why an erect attitude promotes 
the health of muscles. 

6. State the connection between the muscles and 
the nervous system. 



LESSON XL 

HYGIENE — CONTINUED. 

1. Give rules for the preservation of the teeth. 

2. State what is requisite for the health of the di- 
gestive organs. 

3. Give rules for taking food, in regard to time, 



58 N'ORMAL SCHOOL COURSE. 

quantity, and quality, — both in the winter and in 
the summer. 

4. Give reasons for thorough mastication. 

5. State the proper temperature of food and 
drink, and whether both should be taken at the 
same time, with reasons for the same. 

6. Give the effects that pure air has upon diges- 
tion. 



LESSON XII, 

HYGIENE — COISTTINUED. 

1. Tell the purposes of circulation and the ad- 
vantages of loose clothing on the same. 

2. Give the qualities that clothing should possess, 
and name the materials in common use for clothing, 
in the order of their importance 

3. State how clothing, in proper quantity and 
quality, promotes a healthy circulation. 

4. State what you know in regard to the compo- 
sition and quantity of blood in the human body. 

5. State fully the effect of pure air on the circu- 
lation. 

6. Give directions in regard to stopping the flow 
of blood, dressing wounds, etc. 



LESSON XIII. 

HYGIENE — CONTINUED. 

1. What constitutes proper x'espiration, and why 
is it important ? 

2. Give vhe composition of pure air and its im- 
portance in respiration. 

3. Describe the antagonistic forces in the vegeta- 
ble and the animal world in rendering the air both 
pure and impure. 

4. Mention the chief sources of impure air, and 
state importance and methods of ventilation. 

5. State how you would make practical your the- 
ories in regard to pure air and ventilation with 
your pupils and school rooms. 



NORMAL SCHOOL COURSE. 59 

LESSON XIY. 

HYGIENE — CONTINUED. 

1. Why is a healthy nervous system of especial 
importance ? 

2. Name some of the means of maintaining the 
health of the nervous system. 

3. Discuss the subject of sleep as a means of 
brain rest. 

4. Give methods of mental development and 
causes of early mental decay. 

5. Give the natural order of mind development. 

6. Discuss the whole subject of bathing as a san- 
itary measure. 



LESSON XY. 

HYGIENE — CONTINUED. SPECIAL SENSES. 

1. By what means may the sense of taste be per- 
verted, and how may it be cultivated ? 

2. Name causes of deafness, and give means of 
prevention and cure. 

3. Name the parts of the ear essential to hearing. 

4. Give directions for using and caring for the 
eye. 

5. Tell what should be avoided as injurious to 
•the eye. 

6. Give cause of failure of sight in old persons ; 
also, explain " near-sightedness " and "far-sighted- 
ness." 

7. Discuss the subject of the cultivation of the 
senses. 



LESSON XYL 

HYGIENE — CONTINUED. 

1. Name the general divisions of food, with char- 
acteristics and examples of each. 

2. State the purposes for which food is taken 
and the object of cooking it. 

3. Give the qualities and the method of prepa- 
ration of wholesome bread. 



60 NORMAL SCHOOL COUKSB. 



4. Discuss the subject of meat and the best meth- 
od of cooking it. 

5. State the dietetic value of the following arti- 
cles of diet, viz : vegetables, fruits, milk, eggs, oils 
and fats, tea and coffee, tobacco, alcohol, and opium. 

6. Finally, name the practical advantages de- 
rived from the adage of Thales, ''Know Thyself." 



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